Efektivitas Teknik Self-Instruction untuk Mereduksi Kecemasan Menghadapi Ujian pada Siswa
DOI:
https://doi.org/10.24235/prophetic.v3i1.6958Keywords:
Kecemasan Ujian, Teknik Self-Instruction, Siswa SMP.Abstract
Penelitian ini berawal dari maraknya fenomena kecemasan yang dialami siswa ketika ujian sehingga berimbas pada hasil ujian yang kurang optimal, hal ini mengindikasikan perlunya bentuk penanganan dan intervensi untuk mereduksi kecemasan menghadapi ujian. Salah satu alternatif yang dapat digunakan untuk mereduksi kecemasan menghadapi ujian adalah dengan menggunakan teknik self-instruction. Asumsi pokok teknik self-instruction adalah bahwa semua perilaku, kognisi dan emosi yang bermasalah terbentuk karena pola pernyataan diri yang salah, oleh karena itu, semua dapat diubah melalui proses penggantian pernyataan diri yang lebih adaptif dengan intruksi diri. Penelitian bertujuan menguji efektivitas teknik self-instruction untuk mereduksi kecemasan ujian siswa sekolah menengah pertama. Penelitian menggunakan pendekatan kuantitatif dengan metode pra-eksperimen dan desain penelitian one group pretest posttest design. Penelitian dilakukan di SMPN 40 Bandung dengan mengambil subjek penelitian yakni siswa kelas VII (tujuh). Instrumen penelitian yang digunakan adalah angket gejala kecemasan. Intervensi dirancang berdasarkan gambaran umum kecemasan ujian siswa dan data hasil pretest. Hasil penelitian menunjukkan: (1) Gambaran intensitas kecemasan ujian siswa sekolah menengah pertama termasuk kategori sedang (2) Hasil validasi rasional dan empirik menunjukkan bahwa intervensi teknik self-instruction efektif untuk mereduksi kecemasan ujian siswa sekolah menengah pertama.
References
Arikunto, Suharsimi. (2009). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Rineka Cipta.
Barrett, Paula M. Duffy, Amanda L . Dadds, Mark R. & Rapee, Ronald M. (2010). Cognitive-Behavioral Treatment of Anxiety Disorders in Children: Long-Term (6-Year) Follow-Up. Journal of Consulting and Clinical Psychology 2001, Vol. 69, No. 1: 135-141.
Baker, Stanley B. & James N. Butler. (1984). Effects of Preventive Cognitive Self- Instruction Training on Adolescent Attitudes, Experiences, and State Anxiety. Journal of Primary Prevention. Vol. 5. No. 1. PP. 17-25.
Bhansali, Reena. & Trivedi, Kunjan.(2008). Is Academic Anxiety Gender Specific: A Comparative Study. H.D.F.S., Department of Home Science, Faculty of Science, Jai Narain Vyas University, J. Soc. Sci., 17(1): 1-3 (2008).
Bryant, Lorrie E & Karren S. Budd. (1982). Self-instructional Training To Increase Independent Work Performance In Pre Schooler. Journal of Applied Behavior Analysis. Vol. 15 No.2. PP. 259-271. University of Nebraska Medical Center.
Casbarro, J. (2005). Test Anxiety and What You Can Do About It, Practical Guide for Teachers, Parents and Kids. United States of America: Dude Publishing.
Coleman, Claudia. (2003). Associations of Test Anxiety and Selected Variables on the Performance of Adult and Technical Education and Psychology Students. Thesis submitted to The Graduate College of Marshall University In partial fulfillment of the Requirements for the degree of Masters of Science Adult and Technical Education: 1-45.
DePorter, Bobbi & Mike Hernacki. (2008). Quantum Learnin : Membiasakan Belajar Nyaman dan Menyenangkan. Alih Bahasa oleh Alwiyah Abdurrahman. Bandung: Penerbit Kaifa.
Dobson, K.S. & David J.A. Dozois. (2001). Historical and Philospohical Bases of The Cognitive Behavioal Therapies. Dalam Keith S. Dobson, Handbook of Cognitive Behavioral Therapies. New York : The Guilford Press.
Englert, C. Bertrams, A. & Dickhäuser, C. (2011). Dispositional Self-Control Capacity and Trait Anxiety as Relates to Coping Styles. Journal University of Mannheim, School of Social Sciences, Department of Psychology 2011, Vol.2, No.6: 598-604.
Farooqi, Y. N. Ghani, R. & Spielberger,C.D. (2012). Gender Differences in Test Anxiety and Academic Performance of Medical Students. International Journal of Psychology and Behavioral Sciences 2012, 2(2): 38-43.
Hall, C. S. & Lindzey, G.(1995). Teori-teori Psikodinamik (Klinis). Cet. Ke-3. Penerjemah; Yustinus. Editor: Supraktiknya. Yogyakarta : Kanisius.
Hatzigeorgiadis, A. Zourbanos, N. Mpoumpaki, S. & Theodorakis, Y. (2009). Mechanisms underlying the self-talk–performance relationship: The effects of motivational self-talk on self-confidence and anxiety. Psychology of Sport and Exercise, 2009. 10: 186–192.
Haynes. C.R, Marx. R.W, Martin. J.W, Merrick. R, & Einarson. T. (1993). Rational-Emotive Counselling And Self-Instruction Training For Test Anxious High School Students.Journal Canadian Counsellor & Conseiller Canadien. Vol. 18, 1983, No. 1: 31-38
Hurlock, Elizabeth B. (1980). Psikologi Perkembangan. Alih Bahasa oleh Istiwidayanti. Jakarta: Erlangga.
Juliantine, Tite.(2008). Kontribusi Pembelajaran Latihan Konsentrasi-Rileksasi dan Self-Talk terhadap Penurunan Tingkat Ketegangan pada Atlet Tenis. ). Bandung : EPOK UPI.
Jung, Chang T. (2006). The Effect of Self-instruction Strategy on the Time Spent on Putting on Shoes Behavior in One Student With Cerebral Palsy. Journal Of Chang Gung Institute Of Technology.Vol 6: 75-84.
Kartadinata, Sunaryo. (2011). Menguak Tabir Bimbingan dan Konseling Sebagai Upaya Pedagogis.Bandung: UPI PRESS.
Komalasari, Gantina & Herdi. (2011). Coping Skills untuk Mengatasi Kecemasan Menghadapi Ujian Nasional Pada Siswa Sekolah Menengah Atas Negeri di Provinsi DKI Jakarta.Jakarta: Publikasi Program Studi Jurusan Bimbingan dan Konseling Universitas Negeri Jakarta.
Oemarjoedi, A. Kasandra. (2004). Pendekatan Cognitive-Behavior dalam Psikoterapi. Jakarta: Kreatif Media.
Poerwadarmita,W.J.S.(1986). Kamus Umum Bahasa Indonesia. Jakarta: Kepala Pusat Pembinaan dan Pengembangan Bahasa dan Kebudayaan.
Safaria, Triantoro. (2004). Terapi Kognitif Perilaku Untuk Anak. Yogyakarta: Graha Ilmu.
Santrock, Jhon W. (1996). Life-Span Develompment: Perkembangan Masa Hidup. Jakarta: Erlangga.
Spielberger, Charles D. (1972). Anxiety Current Trends in Theory and Research. London: Academic Press.
Sudrajat, Akhmad. (2009). Upaya Mencegah Kecemasan Di Sekolah. [online]. Tersedia:http://leoriset.blogspot.com/2009/01/upaya.mencegah.kecemasan.di sekolah.html. [19 Desember 2009].
Sugara, Gian S. (2010). Efektivitas Teknik Self-instruction dalam Mereduksi Kejenuhan Belajar. Bandung: Skripsi Jurusan PPB-FIP UPI. (Tidak Diterbitkan).
Sugiyono. (2012). Metode Penelitian Pendidikan. Bandung: CV. Alfabeta.
Surya, Mohammad. (2003). Psikologi Pembelajaran. Bandung: Penerbit Aksara.
Tresna, Gede I. (2011). Efektivitas Konseling Behavioral dengan Teknik Desentisasi Sistematis Untuk Mereduksi Kecemasan Menghadapi Ujian.Bandung: Psikologi Pendidikan dan Bimbingan. (Tidak diterbitkan)
Vintere, Parsla et.al,.(2004). Gross- Motor Skill Acquisition By Preschool Dance Student Under Self-instruction Procedures. Journal of Applied Behavior Analysis. Vol. 37 (3), 305-322.
Yusuf LN, Syamsu. (2001). Psikologi Perkembangan Anak dan Remaja. Bandung: Remaja Rosdakarya.
Ziedner, Moshe. (1998). Test Anxiety:The State of the Art. New York: Plenum Press.
Downloads
Issue
Section
License
Copyright (c) 2020 Prophetic : Professional, Empathy and Islamic Counseling Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Proposed Policy for Journals That Offer Open Access
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Proposed Policy for Journals That Offer Delayed Open Access
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
